Topic: Improving Flipped Classroom Instruction Through Multimedia Technology
Introduction This multimedia workshop will be on how blended learning professors may effectively use prezi presentations and Google hangouts to support flipped classroom instruction – where lectures and homework of a course are reversed (Tucker, 2012). For example, in flipped classroom instruction, students view video lectures at home while in-class activities are devoted to hands on collaborative projects and exercises guided by the teacher.
Population This workshop will be designed primarily for blended learning professors who are engaged in flipped classroom instruction – a multimedia approach to learning that will be based on Dr. Richard Mayer's 12 design principles. Professors engaged in face-to-face learning will also benefit from this workshop whereby they will learn how to increase meaningful learning within the classroom because students will be prepared prior to onsite meetings by means of learner-centered multimedia elements at home. Online professors will also benefit from this workshop whereby they will learn how to construct effective multimedia messages to meet learner's needs. Outcomes By the end of this workshop learners (professors) will be able to:
Explain how their experiences using multimedia technology support or contradict Richard E. Mayer’s cognitive theory of multimedia learning.
Explain, based on Mayer's (2009) principles how multimedia resources are better than text-only resources.
Analyze multimedia artifacts such as Prezi presentations and Google hangouts to determine whether they focus on learner-centered or technology-centered approaches to learning.
Analyze teachers' roles in student-centered learning environments.
Understand and explain how multimedia artifacts such as Prezi presentations and Google hangouts can be used to support flipped classroom instruction.
Explain the principles of dual coding and how to lower learners' processing overload.
Analyze existing multimedia messages using principles in the Triarchic Model of cognitive load to determine how they support or contest Mayer’s concepts.
Analyze how teachers’ role might be changing in this era where many learning environments have become project-based, student-centered.
Analyze multimedia messages to identify strategies to avoid violating the principles of Extraneous Cognitive Processing.
Understand the principle of dual coding and be able to create learning activities that while help learners manage Essential Processing to build mental representation of the material.
Foster students’ Generative Processing for learners to think deep and apply to the new information to prior knowledge.
Explain how to reach out to a diverse student body, for example, how to meet digital natives' cognitive needs through an appropriate instructional design.
Gap Most likely, blended learning professors in higher learning already know that multimedia resources are better than text-only resources, however, they might not be able to explain why this is so. Also, while many professors might be aware of the existence of flipped classroom instruction, most likely they will not know how to effectively use multimedia tools such as prezi presentations and Google hangouts to support this type of classroom instruction. Therefore, this workshop will fill a gap in instructional design/multimedia design where for the first time, blended learning professors will learn how to effectively use prezi presentations and Google hangouts to support flipped classroom instruction.
Agenda: Introduction/Pre-training (15 minutes) Going beyond Text-only Resources (15 Minutes) Using Multimedia Artifacts to support Flipped Classroom instruction (15 Minutes) Learner-Centered learning approaches (15 Minutes) Break and Mid-Workshop Evaluation (20 Minutes) Principles of Dual Coding (15 Minutes) Dr. Richard Mayer's Triarchic Model of 12 Design Principles (30 Minutes) Authentic Assessment (60 Minutes) Break (20 Minutes) Assessment Reflection (30 Minutes) Concluding Remarks (30 Minutes) End of Workshop Evaluation (20 Minutes)
Topic: Improving Flipped Classroom Instruction Through Multimedia Technology
Introduction
This multimedia workshop will be on how blended learning professors may effectively use prezi presentations and Google hangouts to support flipped classroom instruction – where lectures and homework of a course are reversed (Tucker, 2012). For example, in flipped classroom instruction, students view video lectures at home while in-class activities are devoted to hands on collaborative projects and exercises guided by the teacher.
Population
This workshop will be designed primarily for blended learning professors who are engaged in flipped classroom instruction – a multimedia approach to learning that will be based on Dr. Richard Mayer's 12 design principles. Professors engaged in face-to-face learning will also benefit from this workshop whereby they will learn how to increase meaningful learning within the classroom because students will be prepared prior to onsite meetings by means of learner-centered multimedia elements at home. Online professors will also benefit from this workshop whereby they will learn how to construct effective multimedia messages to meet learner's needs.
Outcomes
By the end of this workshop learners (professors) will be able to:
Gap
Most likely, blended learning professors in higher learning already know that multimedia resources are better than text-only resources, however, they might not be able to explain why this is so. Also, while many professors might be aware of the existence of flipped classroom instruction, most likely they will not know how to effectively use multimedia tools such as prezi presentations and Google hangouts to support this type of classroom instruction. Therefore, this workshop will fill a gap in instructional design/multimedia design where for the first time, blended learning professors will learn how to effectively use prezi presentations and Google hangouts to support flipped classroom instruction.
Agenda:
Introduction/Pre-training (15 minutes)
Going beyond Text-only Resources (15 Minutes)
Using Multimedia Artifacts to support Flipped Classroom instruction (15 Minutes)
Learner-Centered learning approaches (15 Minutes)
Break and Mid-Workshop Evaluation (20 Minutes)
Principles of Dual Coding (15 Minutes)
Dr. Richard Mayer's Triarchic Model of 12 Design Principles (30 Minutes)
Authentic Assessment (60 Minutes)
Break (20 Minutes)
Assessment Reflection (30 Minutes)
Concluding Remarks (30 Minutes)
End of Workshop Evaluation (20 Minutes)